在视觉传达设计中实现人工智能的信念:计划行为视角的理论

Hening Laksani
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引用次数: 0

摘要

社会发展的现状要求公共生活的方方面面都要实现数字化。在教育中使用技术具有提高认知能力的潜力,这种能力以情感和社会观点的形式出现,是至关重要的好处。在这方面,教育作为文化和学习过程的基础,可以作为称职和有意识地部署人工智能(AI)的起点。描述性定性研究用于探讨讲师在高等教育中使用人工智能的信念,特别是在视觉传达设计教育背景下。数据是通过对七位来自泗水国立大学视觉传达设计讲师的半结构化访谈收集的。结果显示,讲师对人工智能在教育中的应用持积极态度。根据调查结果,讲师们发现在这个过程中有可能有利有弊。在这样做的过程中,与会者认为人工智能有资格支持认知技能,尽管有几个因素可以促进和阻碍人工智能在教育中的应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Addressing Beliefs in the Implementation of Artifical Intelligence in Visual Communication Design: Theory of Planned Behaviour Perspectives
The current situation of social development demands digitalization in all aspects of public life. The use of technology in education has some potential for improving cognitive abilities that emerge as essential benefits in the form of emotional and social perspectives. In this regard, as a foundation of cultural and learning process, education may serve as a starting point for the competent and aware deployment of Artificial Intelligence (AI). The descriptive qualitative study used to explore lecturers’ beliefs in the use of artificial intelligence for higher education especially in Visual Communication Design educational context. The data was collected through a semi structured interview with seven Visual Communication Design lecturers from state University in Surakarta. The result showed that the lecturers had positive beliefs towards the use of Artificial Intelligence in Education. According to the findings, the lecturers found that there were possibilities to have both advantages and disadvantages in the process. In doing so, the participants believed that AI was eligible to support cognitive skills although several factors can facilitate and hinder the implementation of the use of Ai in education.
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